美国工程教育中通识教育的兴起与演变——基于精英工程院校课程体系的历史考察  

A Historical Study on the Rise and Evolution of General Education in American Engineering Education

作　　者：蔺亚琼[1] 刘雨心 LIN Ya-qiong;LIU Yu-xin(School of Education,Huazhong University of Science&Technology,Wuhan 430074,China)

机构地区：[1]华中科技大学教育科学研究院,湖北武汉430074

出　　处：《高等教育研究》2023年第4期73-88,共16页Journal of Higher Education

基　　金：华中科技大学“双一流”建设项目

摘　　要：如何将通识教育融入工程教育,是美国工程教育史上的重要议题。工程师的职业建构是形塑通识教育的重要力量。20世纪上半叶,为提升工程师的社会地位,工程院校不断加强通识教育,以英文、历史为主的博雅课程以及经济与商业类课程占据着重要地位。二战后,工程师服务于人类公共福祉的社会责任转化为一系列通识课程,通识课程也受工程院校地位竞争和组织发展的影响。以MIT为代表的研究型大学在二战后进一步强化了博雅课程,以推进精英院校的身份构建,然而通识课程陷入了数量膨胀、通专融合乏力的困境。20世纪80年代以来,在专业或课程层次上实行通专整合的教育成为通识课程改革的新动向。The integration of general education into engineering education is an important issue in American engineering education.To enhance the professional status,engineering colleges promoted the general education in the first half of the 20th century.Liberal arts courses and“economics and business”were important.After World War II,the“social responsibility”of engineers to serve the public welfare began to be transformed into the general education.The general education is also shaped the status competition and organizational development of engineering colleges.After World War II,MIT strengthened liberal arts to promote its reputation.However,the system of general education expanded,and it’s more difficult to integrate the general education with engineering education.The reform of general education at the program or course level has increasingly become a new trend since the 1980s.

关 键 词：工程教育 通识教育 课程体系 麻省理工学院 通专融合 

分 类 号：G649[文化科学—高等教育学]